A prática da produção do texto argumentativo numa sala de aula multisseriada dos anos iniciais do ensino fundamental

Abstract

This research is linked to the Professional Master in Teacher Training of the State University of Paraíba and part of the premise that it is possible to develop a work in the classroom, when addressing the issue of the production of argumentative texts in Elementary School in the context of multi - . Thus, the object of study of this research is the written argumentative text, which had as objective to develop a didactic proposal of production of the argumentative text for students of a multi-series classroom of the 4th and 5th years of elementary school. The problem of this investigation is shaped by the following question: how to work the production of the argumentative text in a multi - room room of the 4th and 5th years of a municipal public school in Alagoa Grande - Paraíba? For this, we work with the studies on Argumentation, from Fiorin (2015) and Koch (2011), on Discursive Genres in Bakthin's view (2003), Letimé à optique de Kleiman (2007) and Soares (2012) and Sequence Didactics, based on the guidelines of Schneuwly and Dolz (2004). The research is qualitative of an interventionist nature with application of a didactic sequence for students of a fourth and fifth grade multi-seriate classroom, from a discursive genre of the argumentative order (argumentative text), starting from the students' experiences about the problems that they face in their reality. The corpus used in this research were the textual productions of the students, carried out in the intervention process, seeking to verify the presence of the arguments in the productions. As a final product of this research, a didactic sequence was elaborated so that the teachers, who work in the municipalities that have this reality of multisserida classes, can have in hand this didactic material so as to minimize the impacts caused by this educational policy. It is believed that this product can make a contribution to the teaching practice in the classroom, regarding the use of strategies to work the difficulties of reading and writing in multi-seriated classes on the production of argumentative texts. Therefore, this research offered the students the possibility of exposing themselves, of defending their point of view. Finally, it provided the conditions for the ability to argue, seeing as one of the ways to encourage criticality in students, starting with the use of language in any instance of their life, which includes the ability to read, interpret, produce and adapt to the different discursive genres, with which they are faced, in the most varied social situations by the exercise of citizenship.